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535 ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ IMPLEMENTATION OF

INNOVATIVE CHEMISTRY LEARNING MATERIAL WITH GUIDED TASKS TO IMPROVE

STUDENTS’ COMPETENCE Manihar Situmorang, Marudut Sinaga, Jamalum Purba,

Sapnita Idamarna Daulay, Murniaty Simorangkir, Marham Sitorus, Ajat Sudrajat

Introduction Implementation of National Qualifications Framework (in Indonesian

Kerangka Kualifikasi Nasional Indonesia, KKNI) as the basis of competence standard has

been shifting the teaching and learning paradigm to adopt competence-based

curriculum at Universitas Negeri Medan.

The current curriculum needs to apply various learning strategies to provide the

students with appropriate knowledge of the subject they learn. Thus, it is compulsory to

integrate relevant task to encourage the students to learn and to develop their

competence and skills necessary to succeed in their study. The students are required to

possess adequate knowledge, skills and good character to adjust themselves to the

relevant sector for life.

The availability of good quality learning resources is needed to help the students meet

the required competence in the learning target. The strategies to improve chemistry

teaching and learning process have been carried out, including the variation in learning

methods and models (Chamizo, 2013; Jahangiri & Hajian, 2013; Mari & Gumel, 2015),

the use of laboratory experiment and virtual laboratory (Arabacioglu & Unver, 2016;

Tatli & Ayas, 2013), and the implementation of technology and multimedia (Chroustova,

Bilek, & Šorgo, 2017; Khairnar, 2015).

Teaching innovation has been proven to be effective to improve learning activities to

facilitate the development of students’ cognitive skills, and to provide enjoyable learning

environment (Fiksl, Flogie, & Aberšek, 2017; Hadjilouca, Constantinou, & Papadouris,

2011; Liu, Hodgson, & Lord, 2010). It can be performed through teaching and learning

method, strategy and models, modification of laboratory experiment, integration of

learning media and multimedia, and the development of learning material (Maaß &

Artigue, 2013; Noor & Ilias, 2013; Slabin, 2013).

Teaching innovation with an adaptation of information technology in teaching and

learning has become a trend nowadays (Varghese, Faith, & Jacob, 2012). Learning

innovation by using technology, such as web-based approach and Massive Open Online

Courses (MOOCs), can enhance and facilitate student learning process from traditional

classroom to student-centred learning (Dagiene & Gudoniene, Abstract.

This research aimed to provide an innovative chemistry learning material with guided

tasks to improve students’ compe - tence in Chemistry. It involved 180 students enrolled

in the Analytical Chemistry course at State University of Medan in academic year of

2016/2017. The samples were purposively selected and divided into two groups.

The research consisted of several steps including enrichment, innovation and

standardization of learning material, followed by implementation of the developed

learning material in class. A set of good quality learning material equipped with the

guided task for Gravim- etry topic has been provided. It contained relevant contextual

examples, laboratory works, students’ activities, multimedia, and hyperlink to

trustworthy websites.

Implemen- tation of innovative learning material has been conducted by using a set of

developed learning material in the experimental class while the existing textbook was

used in the control class. The research findings high- lighted several points: (1)

well-implemented innovative learning material was effective to improve the students’

competence; (2) learning outcome in experimental class was found higher than that in

control class; (3) the guided task in the learning package facilitated the students to learn

the selected chemistry topic independently which in turn shifted student learning style

from lecturer- oriented to student-oriented; (4) the guided task not only made the

students be familiar with searching for scientific documents to complete the given tasks

but also improved the students’ ability to write and organize their assignments; (5)

students’ academic attitudes, observed during the learning activities, were categorized

as very good.

Keyword: innovative learning material, guided tasks, independent learning, students’

competence. Manihar Situmorang, Marudut Sinaga, Jamalum Purba, Sapnita Idamarna

Daulay, Murniaty Simorangkir, Marham Sitorus, Ajat Sudrajat State University of Medan,

Indonesia 536 Journal of Baltic Science Education, Vol. 17, No. 4, 2018 ISSN 1648–3898

/Print/ ISSN 2538–7138 /Online/ 2015; Leito, Helm, & Jalukse, 2015).

The use of interactive learning by the aid of multimedia has also been introduced

(Betten, Roelofsen, & Broerse, 2013; Osman & Vebrianto, 2013; Rusek, Starkova, Chytry,

& Bilek, 2017). An innovative learning material is considered as an effort to improve the

quality of learning activities (Lee, Lin, & Kang, 2016). Chemistry is a very challenging

subject for undergraduate students as it plays a role on the specific compe - tence in

science.

Chemistry, as the basic science, is an essential part of the chemistry curriculum from the

basic to the advanced level and consists of topics from principles of the methods to

problem solving (Broekaert, 2015). The development of innovative chemistry learning

material is very important as it could motivate the students to meet the desired

knowledge and skills (Trifilova, Bessant, & Alexander, 2016). Similarly, innovation to

provide standard learning material has also been made to improve students’

competence (Hosler & Boomer, 2011).

Good quality learning material helps the students to understand the chemistry concept,

while the illustration in the book makes those concepts be easy to remember and ease

the students to understand the relationship between the theory and the contexts. A

standard learning material can be designed as a learning media to facilitate the learners

with complete information from the right sources and can be accessed anytime and be

able to facilitate the learner to learn independently (Simatupang & Situmorang, 2013).

It has been demonstrated that innovation in the teaching and learning materials is

effective to improve students’ achievement (Situmorang & Situmorang, 2014). A

complete and systematic set of chemistry learning materials can be provided in the

format of books, modules and e-book to facilitate the students to learn chemistry based

on their need.

Chemistry learning material in an electronic format which provides flexibility of uses,

both in the class and outside the class (Sinaga, Limbong, & Situmorang, 2016).

Analytical chemistry course is an essential part of the chemistry curriculum from the

basic to the advanced level for undergraduate students. The course is purposively made

compulsory for science students to achieve high metrological quality and to solve

information-related (analytical) problems in order to ensure consistency between

required and delivered analytical information (Valcárcel, 2016).

It is the basic science for chemical analysis for the determination of the compounds in a

high diversity of materials both qualitatively and quantitatively (Broekaert, 2015).

Therefore, the topics of analytical chemistry have to be clearly explained in the principles

of the methods to problem solving data acquisition, data treatment, measurement

values conversion and calibration techniques.

Analytical chemistry textbook for university students consisted of the chapters on

Gravimetry (Christian, Dasgupta, & Schug, 2013; Harris, 2015; Skoog, West, Holler, &

Crouch, 2013). Gravimetry analysis is one of the analytical methods that has been widely

implemented in determining the target analyses in real samples (Jacob, Dervilly- Pinel,

Biancotto, & Le Bizec, 2014).

This gravimetry topic is assigned to be very important in chemistry curriculum for

bachelor’s degree as it covers the knowledge and skills in chemistry (Zhang & Zhang,

2014). Gravimetry topic, which is ranging from the preparation of the sample, selection

of precipitation reagents, formation of precipitate, separation technique and digestion,

purification, drying and ignition, to calculation, was very important to be developed for

undergraduate chemistry students (Christian, et al.,

2013; Harris, 2015; Skoog, et al., 2013). Those techniques are compulsory for chemistry

students to develop their skills on the classic method in the analytical determination.

The strategy, therefore, has to be made to boost students’ interest in learning the

Gravimetry topic.

The development of an innovative learning material with guided tasks is a strategy to

provide good quality learning resources to be used in teaching and learning activities to

improve students’ performance as desired in the competence-based curriculum. A

standard learning material with guided task is expected to improve students’ activities in

learning chemistry.

Universitas Negeri Medan (UNIMED) has set the guided task in the KKNI curriculum

which consists of six tasks, including routine task (RT), critical book report (CBR), critical

journal/research report (CJR), idea engineering (IE), mini research (MR), and small project

(PR) in relevance to the topic being taught (UNIMED, 2016). The research was conducted

with two fold aim: (1) to provide an innovative chemistry learning material with guided

tasks in the teaching of Gravimetric analysis topic, and (2) to investigate the

effectiveness of the developed standard learning package to improve students’

competence through their achievements and academic attitudes.

Methodology of Research General Background The study was carried out in the

Department of Chemistry, Faculty of Mathematic and Natural Science (FMIPA)

Universitas Negeri Medan. The research steps covered the development of innovative

learning material for the Gravimetric topic, standardization of the learning package, and

implementation of the developed learning mate - rial to improve students’ competence.

IMPLEMENTATION OF INNOVATIVE CHEMISTRY LEARNING MATERIAL WITH GUIDED

TASKS TO IMPROVE STUDENTS’ COMPETENCE (P. 535-550) 537 Journal of Baltic Science

Education, Vol. 17, No. 4, 2018 ISSN 1648–3898 /Print/ ISSN 2538–7138 /Online/

Population and Sample The research involved 180 second-year students enrolled in

Analytical Chemistry course.

The samples were purposively selected from the Department of Chemistry and divided

into two groups, named as experimental class and control class. The sample in each

group was made homogenous by rejecting outlier samples based on student ability to

solve chemistry problem in the pre-test. Samples were all treated equally, yet only 30

students per class were included in the data analysis.

Research Procedures The research followed the procedures as explained in previous

work (Situmorang, Sinaga, Sitorus, & Sudra- jat, 2017). It consisted of the development

of innovative and interactive learning material with guided tasks for analytical chemistry

topic, preparation of tasks instruction, evaluation and standardization of learning

package, implementation of developed learning material, and evaluation test.

The strategy to measure students’ competence and academic attitudes was also

prepared. The procedure is illustrated in figure 1. Figure 1. The overview of research

procedures on the development and implementation of innovative learning material

with guided task on the teaching of chemistry. Preparation of Innovative Learning

Material for Gravimetry Innovative learning material for Gravimetry topic has been

prepared by selecting the relevant sub topic, followed by writing a draft of chemistry

material and enriching the topic with relevant local contents as the contextual examples

to meet required students’ competence based on the KKNI curriculum on Chemistry.

Integration of relevant laboratory experiment, preparation of innovative learning media,

and selection of hyperlinks to trusted websites related to Gravimetry topics were done

based on the procedures explained in the previous study (Situmorang, Purba, &

Sihombing, 2016). Sets of guided tasks with the instruction were then included in the

learning material in line with the regulation provided by the university (UNIMED, 2016).

The feasibility of the innovated learning pack - IMPLEMENTATION OF INNOVATIVE

CHEMISTRY LEARNING MATERIAL WITH GUIDED TASKS TO IMPROVE STUDENTS’

COMPETENCE (P. 535-550) 538 Journal of Baltic Science Education, Vol. 17, No. 4, 2018

ISSN 1648–3898 /Print/ ISSN 2538–7138 /Online/ age was then judged both by

chemistry lecturers (n=8) who have the experience in teaching analytical chemistry and

by senior students (n=64) who studied Gravimetry topic in the previous year.

The performance of the learning package was assessed in accordance with the standard

given by Indonesian National Education Standards Board (Badan Standar Nasional

Pendidikan, BSNP). Preparation and standardization of questionnaire were carried out by

following the procedures explained previously (Situmorang & Sitorus, 2012). The

questions raised in the questionnaire were provided based on the parameters for a

learning material given by the BSNP.

Assessment components consisted of questions to reveal the contents, extension, depth,

design, and language with four options from strong to weak opinions. The questions

were provided in multiple choice options with a very strong opinion of very good (score

4) down to a very weak opinion of very poor/bad (score 1). Chemistry learning material

was then provided in printed and electronic format that was ready to be used as a

learning media in the teaching of Gravimetry topic.

Guided Task Instructions and the Marking System for Gravimetry Topic The guided task

instructions for Gravimetry topic has been designed following the guidelines given for

KKNI curriculum (Lecture material given by Professor Syawal Gultom, Rector UNIMED,

2016). There were six compulsory tasks relevant with sub topic of Gravimetry to be

included in the class.

The instruction for the tasks has been modi- fied to optimize the students’ potential for

learning. Learning activities with guided tasks were designed to equip the students with

necessary skills and to transform the learning process from the conventional

lecture-centred to student-centred learning.

Specific tasks, learning activities, and report format were provided in the learning

material based on the guideline given by the university (UNIMED, 2016). The six

compulsory tasks assigned for the students were elaborated as follows. First, the

learning package included the problem examples and drills for routine task suited to

Gravimetry sub topic.

Within the routine task, the students were asked to solve problems and submit the

answer in the following week. Second, critical book report was prepared by giving

copies of book chapters on Gravimetry topic from chosen Analytical Chemistry

textbooks. The students were asked to analyse the contents of book chapters and

submit the report following the format provided in the handout.

Third, critical journal/research report was designed to analyse one out of five selected

articles on Gravimetry topic. The students were asked to elaborate their opinion on the

content of the article based on the instruction and submit their report via email. Fourth,

idea engineering was designed to motivate the students to articulate their raw idea

related to the subject matter they learn on Gravimetry topic.

With the idea engineering task, the students were given a freedom to express their raw

idea on the application of Gravimetry topic, and the report was submitted a month after

Gravimetry time table. Fifth, the mini research task was carried out to do an experiment

in the laboratory. The students were provided with a package of simple experiment on

Gravimetry topic and were free to do the experiment.

The marking system was based on how closed the value obtained is to the target value

given by the laboratory instructor. Sets of mini research and the procedures on

Gravimetry topic were given in the handbook, and the students were asked to choose

one experiment from available topics and do the experiment in the laboratory, followed

by a personal report.

Sixth, the last task was designed as a project-based learning (PBL) on specific Gravimetry

topic. The students were given the web link on PBL and the list of chemistry topics

related to Gravimetry to be chosen for PBL. The schedule to submit every task and the

marking system for submitted assignments are given in the lecture note.

The student work was marked individually both from their assignments submission and

the average grades of all tasks. All instructions for guided tasks have been integrated

into developed chemistry learning material. Separated instructions were also available

for students who were not using the developed chemistry learning material.

The marking system for the guided task was provided for individual reports portfolio

from submitted tasks based on the instruction given in KKNI curriculum (UNIMED, 2016).

The marking scale for students’ tasks is between 0 – 100. Teaching and Learning

Activities The procedures in the teaching and learning activities consisted of doing a

short training for lecturers, giving instruction for learning activities in the class, and

conducting evaluation and marking system.

A training was given to the lecturers to explain their involvement in the study, to give

general procedures to use the learning package, and to choose the right method to

deliver the chemistry subject in the class. Lecturers were assigned to select samples for

experimental and control class, to distribute learning packages, to give instruction for

guided tasks, to collect reports, and to motivate students to use the developed

chemistry materials.

The evaluations (pre-test and IMPLEMENTATION OF INNOVATIVE CHEMISTRY

LEARNING MATERIAL WITH GUIDED TASKS TO IMPROVE STUDENTS’ COMPETENCE (P.

535-550) 539 Journal of Baltic Science Education, Vol. 17, No. 4, 2018 ISSN 1648–3898

/Print/ ISSN 2538–7138 /Online/ post-test) were carried out on allocated time at the end

of the program.

Students’ achievement was measured from these evaluation tests. The marks for

submitted assignments were collected from their performance to complete their tasks.

Students’ academic attitudes were also recorded. In the implementation of teaching and

learning activities, all students involved were treated equally without any discrimination,

but the data were only taken from homogeneous samples after removing the outlier

samples.

A preliminary evaluation was performed before the teaching treatment was carried out,

followed by the teaching and learning activities to both experimental classes and control

class. The developed chemistry learning material with the guided task was used as

learning media for experimental class, while existing chemistry textbook was used by the

students in control class.

During the teaching and learning activities, the students were asked to maximize their

potential for self-learning to use the learning resources available in the university. First

evaluation test (post- test 1) was carried out after completing all Gravimetry topic,

followed by second evaluation test (post-test 2) one month after post-test 1

(Situmorang, Sitorus, Hutabarat, & Situmorang, 2015).

The students were asked to submit the tasks at the scheduled due-date, and the penalty

was applied for late submission. Students Achievements and Academic Attitudes

Measurement Students’ achievements were measured from student’s ability to answer

the question items in the objective evaluation test at the end of the teaching session.

The evaluation test, consisted of 20 multiple choice tests with five options, was prepared

to measure student performance on the pre-test, post-test 1 and post-test 2. The

problems provided in the test have covered all Gravimetry topic. The test items varied in

the level of difficulty following the procedures explained previously (Situmorang &

Sitorus, 2012).

The marking system for multiple choice test was counting the right answer, reducing

points for the wrong answer, and converting the score to range scale of 0-100. Student’s

performance was measured by marking portfolio of submitted tasks. The students’

competence was measured from the combination of the scores from the evaluation test

and the submitted tasks (65:35) (UNIMED, 2016).

Students’ competence, ideally, has to be counted from their results to complete all

subjects on chemistry. However, students’ achievements reported in this study were only

measured from learning activities on the teaching of Gravimetry topic. Academic

attitudes of every student were also investigated by the chemistry lecturers based on a

subjective assessment of their involvement in teaching and learning activities and the

judgment of their submitted report of the tasks.

There were ten parameters being observed for students’ academic attitudes, including:

(1) communication ethics, (2) honesty, (3) responsibility, (4) cooperation and

collaboration, (5) toughness, (6) caring, (7) discipline, (8), perseverance and persistency,

(9) self-sufficiency and independency, and (10) learning initiative (UNIMED, 2016).

The marking system has been made for each of them within the score of 1 to 4, with

criteria starting from a very strong opinion with positive attitudes of very good (score 4),

down to a very weak opinion with negative attitudes of very poor/bad attitudes (score

1). Students’ academic attitudes were recorded in the semester academic transcript.

Results of Research The Development of Innovation of Learning Material An innovative

learning material with guided task has been developed for Gravimetry topic. The total

time al- location for learning activities was distributed for class lecture, laboratory works,

self-study to complete the tasks, drills activities, and the evaluation test. The distribution

of topics and sub-topics of Gravimetry and the type of tasks to be completed are shown

in Table 1.



Education, Vol. 17, No. 4, 2018 ISSN 1648–3898 /Print/ ISSN 2538–7138 /Online/ Table 1.

Chemistry topics and sub-topics in Gravimetry and the type of guided task to be

included in the learning activities.

No Chemistry Topic Name of Sub-Topic in Gravimety Guided Tasks in Learning Activities

1 Introduction to Precipitation - Mechanism of Precipitation - Nucleation - Crystal

Growth - Aggregate Particle Growth - Crystal Purification (Coprecipitation and Post-

Precipitation) RT and CJR 2 Precipitation Process and Gravimetric Method Forming the

Precipitate (favouring growth over nuclea - tion, coagulating colloid, and minimising

impurity) - Separating and Rinsing Precipitate - Drying and Igniting Precipitate - Cooling

and Weighing Precipitate - Composition of Product RT, CBR 3 Precipitating Reagents -

Inorganic Reagents - Organic Reagents RT, MR 4 Special Technique in Gravim- etry -

Homogeneous Precipitation - Direct Volatilization - Indirect Volatilization RT, IE, PR 5

Application of Gravimetry - Calculation of Gravimetric Analysis - Determination of

Sulphur - Determination of Chloride - Determination of Nickel - Determination of

Carbon and Hydrogen IE, MR, PR RT = routine task, CBR = critical book report, CJR =

critical journal/research report, IE =idea engineering, MR = mini research, and PR =

project.

A package of learning material has been developed for Gravimetry topic. Every sub topic

has a systematic arrangement consisting of an introduction, main topics with relevant

illustration to support chemistry content, problem examples and exercises. The

chemistry content has been enriched with contextual examples and the integration of

multimedia into learning material.

The learning package has been developed as the main learning resource for teaching

and learning activities to complete the topics. The learning material has been developed

from various learning resources such as textbook, the internet, academic journals, and

laboratory manual to suit the need of students in the university.

Integration of learning media and multimedia to support chemistry topic, integration of

relevant laboratory works, a variation of problem examples and solution and preparation

of evaluation test with the key answer were also included in the learning material

package. Moreover, hyperlinks to relevant websites for future reading to support given

tasks were also provided.

Furthermore, the instructions for the tasks were prepared to guide the students to

complete their assignments. Chemistry learning package was then made into flipbook to

help students using the electronic material. The brief description of innovation that has

been integrated into chemistry learning materials is summarized in Table 2.



Education, Vol. 17, No. 4, 2018 ISSN 1648–3898 /Print/ ISSN 2538–7138 /Online/ Table 2.

Description of innovation included in the chemistry learning materials for gravimetry

topics in analytical chemistry.

No Chemistry Topics The descriptions of innovation that was integrated into the

chemistry learning materials on Gravimetry topics 1. Introduction to Pre- cipitation The

development and innovation of learning material for Introduction to Precipitation was

carried out by enriching the topic with local contents for the mechanism of precipitation,

including the nucleation, crystal growth, aggregate particle growth and crystal

purification via precipitation and post precipitation, followed by the integration of a

short video on crystal growth.

The chemistry material was equipped with virtual learning on crystal purification via pre

- cipitation and post precipitation. Learning media and a hyperlink to trusted and

relevant websites for future reading on precipitation were also included, as well as the

instructions for guided tasks for RT and CJR. 2.

Precipitation Process and Gravimetric Method Chemistry topic of Precipitation Process

and Gravimetric Method was developed to enrich the contents on forming the

precipitate through favouring growth over nucleation, coagulating colloid, and,

minimising impurity until the composition of compounds in the yield are known. The

technique of separating and rinsing precipitate, drying and igniting precipitate, cooling

and weighing precipitate was also demonstrated by using video and multimedia.

The calculation of the composition of the product and the problem examples were also

included. A hyperlink to trusted and relevant websites for future reading has been given.

The instructions of guided tasks for RT and CBR were introduced. The developed

learning material was equipped with test evaluation. 3.

Precipitating Reagents The development of chemistry topic on Precipitating Reagents to

be used in Gravimetric Method was provided. Contextual learning was applied to

introduce inorganic and organic precipitating reagents. Set of mini research has also

been provided with the use of precipitating reagents.

The material was also equipped with a short video on how the precipitating reagents

were selectively precipitate the target compound from mixture solutions. The developed

learning material was equipped with hyperlinks to trusted and relevant websites for

future reading on the application of Precipitating Reagents. The instruction for guided

tasks of RT and MR was given. 4.

Special Technique in Gravimetry The gravimetric method with the use of the special

technique of homogenous precipitation, direct volatilization and indirect volatilization

has also been introduced by using contextual examples. The technique was focused to

equip the students with skills on the gravimetric techniques in real life. The enriched

chemistry topic with local contents has been provided, such as the example of

homogenous precipitation, direct volatilization and indirect volatilization, and made as

a project. Within the project, the students can determine the target analyses in the

samples.

The material was equipped with example problem and solution, the evaluation test, and

hyperlinks to relevant websites for future reading on solution Gravimetry. The

instructions to do RT, IE and PR were formulated for Gravimetry Technique. 5

Application of Gravim- etry The chosen chemistry material related to the Application of

Gravimetry has been developed.

Among them are the Determination of sulphur, Determination of Chloride,

Determination of Nickel, and Determination of Carbon and Hydrogen. The subject was

accompanied by the integration of interactive multimedia as an example before the

students dealing with the chemical on using Gravimetric determination. The enriched

chemistry topic with local contents has been provided such as the example of

Gravimetric determination, and the calculation of Gravimetric Analysis via the small

project. Within the project, the students can determine the composition percentage of

mixture compounds.

The use of spread sheet on calculation process was also introduced. The material was

equipped with example problem and solution, the evaluation test, and hyperlinks to

relevant websites for future reading on solution Gravimetry. The instructions to do MR

and PR were formulated.

Standardization of Innovative Learning Material An innovative learning material with a

guided task has been standardised based on the opinion of senior lecturers as well as

senior students based on the procedures explained previously (Situmorang, et al., 2015).

All of the respondents gave a positive response to the developed chemistry learning

material (3.88±0.30) of which was assigned as very good (see the results in Table 3).

The learning package has met the standard requirements of BSNP parameters regarding

the content, extension, depth, design, and language. IMPLEMENTATION OF


STUDENTS’ COMPETENCE (P. 535-550) 542 Journal of Baltic Science Education, Vol. 17,

No. 4, 2018 ISSN 1648–3898 /Print/ ISSN 2538–7138 /Online/ Table 3.

Respondents’ (chemistry lecturers (L) and senior students (S)) opinion on the developed

learning material of Gravimetry. Components Brief description of innovative learning

material with guided task Respondents’ opinion* (M±SD) L (n=8) S (n=64) Average

Content - Completeness of chemistry contents 3.88±0.35 3.89±0.31 3.88±0.33 -

Accuracy of chemistry content 3.88±0.35 3.94±0.24 3.91±0.30 Extension - Material is

extended by integrating local contents, laboratory experiment, contextual application,

learning media and strategy 3.63±0.52 3.89±0.31 3.76±0.41 - Chemistry material is

clearly derived 3.88±0.35 3.92±0.27 3.90±0.31 Depth - Material is presented in good

order: introduction, main concepts, problem example, drills, quiz, and hyperlink to

trusted website 3.75±0.46 3.95±0.21 3.85±0.34 - Concepts can be applied in real life

3.75±0.46 3.94±0.24 3.84±0.35 Design - Suitability between the design layout with the

target material 3.88±0.35 3.92±0.27 3.90±0.31 - Presentation of illustration, figures, the

tables and images 4.00±0.00 3.89±0.31 3.95±0.16 - Involvement of learners in

interactive study 4.00±0.00 3.95±0.21 3.98±0.11 Language - Language is in accordance

with the development of learner 3.88±0.35 3.97±0.17 3.92±0.26 - Chemistry material is

easy to read, language is simple and provides communicative massage 3.88±0.35

3.88±0.33 3.88±0.34 - Language is straightforward, accurate on chemistry term and

symbol 3.75±0.46 3.88±0.33 3.81±0.40 Average 3.84±0.34 3.92±0.27 3.88±0.30

*Marking criteria: 4 = very good; 3 = good; 2 = poor, and 1 = very poor Implementation

of Developed Learning Material in Class The developed learning package has been

implemented as a teaching and learning media in the experimental class, while existing

textbook was used in the control class.

Pre-test was carried out for both classes before teaching and learning activities being

started. The students’ achievement in the pre-test is presented in Table 4. Students’

achievements in experimental class and control class were almost similar. The results

revealed that the students did not fully understand the chemistry topic and they were

ready to involve in different teaching and learning activities related to Gravimetry topic.

Both hard copy and electronic material were distributed to the students in the

experimental class.

They were also given the instruction to use the innovative learning material based on

the given guideline. After completing the learning sessions, the students were given the

first evaluation test to measure their achievement on Gravimetry topic as summarized in

Table 4. IMPLEMENTATION OF INNOVATIVE CHEMISTRY LEARNING MATERIAL WITH

GUIDED TASKS TO IMPROVE STUDENTS’ COMPETENCE (P.


/Print/ ISSN 2538–7138 /Online/ Table 4. Students’ achievements in Chemistry based on

the ability to solve chemistry problems on pre-test, post-test 1 and post-test 2 for

Gravimetry topic. Evaluation Test Students’ achievements counted as the average score

(M±SD) on Chemistry evaluation test Experimental Class Control Class A (n=30) C

(n=30) E (n=30) Average B (n=30) D (n=30) F (n=30) Average Pre-test 22.47±2.01

22.83±2.07 22.83±1.5 22.71±1.86 22.57±1.61 22.87±1.66 22.73±1.57 22.72±1.61

Post-test 1 83.63±4.51 82.67±4.13 83.37±4.1 83.22±4.24 75.60±4.99 77.00±5.86

77.43±4.68 76.68±5.18 Post-test 2 86.70±4.27 86.63±3.35 87.90±4.4 87.08±4.00

72.53±4.65 74.53±6.13 74.63±5.58 73.89±5.45 Learning Effectiveness (%) 104 105 105

105 96 97 96 96 A = Chemistry Education students in regular A class; B = Chemistry

Education students in regular B class; and C = Chemistry Education students in regular C

class; D = Chemistry Education students in non-regular class; E = Chemistry students in

regular A class; and F = Chemistry students in regular B class The results showed that

students’ achievement in experimental class was higher than that in control class.

Students’ answer sheets along with the sheets containing correct answers for solving

problems were distributed to students as a feedback for future study. The

announcement of time table for the second formative test was also given to the

students to motivate them to review the subject matter. Students’ results on post-test 2

are summarized in Table 4. The students’ achievement in experimental class was also

higher than that in control class.

The effectiveness of the innovated learning material with guided tasks to improve

students’ achievement on chemistry was calculated by comparing their achievement in

post-test 2 with post-test 1. In addition, learning effectiveness due to the use of

innovative learning material in the experimental class was higher than in control class.

Further- more, the results indicated that students’ achievement in chemistry, specifically

on Gravimetry topic, improved significantly due to the developed learning package.

Learning Activities with Guided Tasks The students have involved in the teaching and

learning activities by attending the lecture, doing given tasks, and submitting the

reports. Various learning activities have been carried out with the aid of guided tasks

that have been integrated into the learning package.

The observation showed that the students have achieved the knowledge and skills as

summarised in Table 5. Table 5. List of the knowledge and skills achieved by the

students from guided tasks on Gravimetric analysis. No Type of Tasks The knowledge

and skills that have been achieved by the students reflected through their submitted

guided tasks 1 Routine Task • Searching and using various learning resources to study

Gravimetric analysis • Improving the knowledge and skills in Gravimetric Technique,

starting from preparation of the sample, a selection of precipitation reagents,

purification and calculation of unknown target in real samples 2 Critical Book Report •

Having the ability to analyse the contents of chemistry topic in various textbooks that

are suited to Gravimetric topic and sub topic • Being able to review the textbooks and to

explain the strength in the contents of the book to be applied in Gravimetric analysis •

Having the ability to choose the right textbook as learning resource based on their need



Education, Vol. 17, No.

4, 2018 ISSN 1648–3898 /Print/ ISSN 2538–7138 /Online/ 3 Critical Journal/ Research

Report • Having adequate skills to search and to obtain relevant articles on the use of

Gravimetry technique in Analytical Chemistry • Being able to read the original article

from scientific journals and to share their scientific view based on their reading ability •

Having the skill to report main scientific contribution and investigation from the

research articles 4 Idea Engineering • Having the ability to explore the scientific view of

raw idea on the Technique and Application of Gravimetry in real life • Being able to

express future development and modification in Gravimetry analysis suited to modern

analysis • Having the ability to present a sophisticated idea and unexpected scientific

view with high dimensional on Gravimetry analysis 5 Mini Research • Having the

knowledge and skills on Gravimetry Technique in the determination of target analyses in

an unknown sample • Being able to set Gravimetry method and procedure to determine

target analysis from the mixture in the real sample • Having adequate knowledge to

collect and to analyse analytical data and to write research report from their

investigation 6 Mini Project • Being able to write laboratory procedures for mini research

on Gravimetry analysis for special purposes • Having skills and knowledge to complete a

mini project on Gravimetry analysis and being able to handle the analytical product

correctly • Having the knowledge to write a standard report from a mini project The

guided tasks, which are integrated into the learning material, have improved students’

knowledge and skills in chemistry. The students have submitted their tasks on time and

the score of the portfolio has been collected.

The average results for both experimental class and control class are summarized in

Table 6. It was found that all students were able to complete the tasks on Gravimetry

topic. The final score of the given tasks in experimental class (83.43±4.71) was higher

than that in control class (74.75±5.31).

Integration of guided task in the learning pack - age was very helpful for students to

focus their learning on Gravimetry topic. The assignments reports submitted by the

students in experimental class were systematically prepared. The availability of the tasks

in the developed learning material has driven the students to study independently.

The students become familiar in searching and finding the right documents to be used

to support the given tasks. Students’ ability to write and organize their assignments also

improved. The study displayed that the students tended to be self-learners because the

facility provided in the innovative learning material is adequate to help them to improve

their competence in chemistry. Table 6. Students’ performance based on the score given

from submitted tasks portfolio on Gravimetric topic.

Type of guided tasks Students’ performances counted as the average score (M±SD) on

guided task portfolio Experimental Class Control Class A (n=30) C (n=30) E (n=30)

Average B (n=30) D (n=30) F (n=30) Average RT 82.10±16.37 87.17±9.87 83.50±9.71

84.26±11.98 76.63±9.59 81.50±4.71 78.50±9.68 78.88±7.99 CBR 86.63±7.42 83.97±5.44

80.30±6.25 81.63±6.37 72.50±11.10 65.30±10.66 71.43±11.18 69.74±10.98 CJR

88.30±8.45 87.33±8.67 82.43±10.57 86.02±9.23 75.27±6.27 79.57±2.10 75.00±6.61

76.61±4.99 IE 78.33±7.62 81.03±6.81 77.83±6.04 79.07±6.82 70.00±10.07 72.07±14.47

72.43±8.90 71.50±11.14 MR 84.17±8.28 86.47±8.97 81.57±10.99 84.07±9.42

76.90±10.29 74.93±10.15 81.57±11.60 77.80±10.68 PR 84.17±7.14 85.00±9.04

85.47±10.63 84.88±8.94 74.20±11.08 72.13±10.58 75.57±10.91 73.97±10.86 Average

83.28±5.78 85.16±3.48 81.85±4.85 83.43±4.71 74.25±5.13 74.25±5.15 75.57±5.66

74.75±5.31 A = Chemistry Education students in regular A class; B = Chemistry

Education students in regular B class; and C = Chemistry Education students in regular C

class; D = Chemistry Education students in non-regular class; E = Chemistry students in

regular A class; and F = Chemistry students in regular B class RT = routine task, CBR =

critical book report, CJR = critical journal/research report, IE = idea engineering, MR =

mini research, and PR = project.



Education, Vol. 17, No. 4, 2018 ISSN 1648–3898 /Print/ ISSN 2538–7138 /Online/ The

students were also involved in a progression of learning to complete the task, starting

with a simple and easy task to a complex and difficult task based on the order of

Gravimetry sub topics.

The average score of the submitted routine tasks was summarised in Table 6. The

students’ performance reflected through the portfolio of the routine task in

experimental class (84.26±11.98) was found higher compared to those in control class

(78.88±7.99).

The students in the experimental class were interested in using the developed learning

material in the teaching and learning activities. It was also discovered that the students

were able to review the textbooks based on the given guideline. Various opinions have

been reported from the textbook. The average score of CBR in experimental class and

control class were shown in Table 6, where the students in experimental class

(81.63±6.37) scored higher than that in control class (69.74±10.98).

The students were also trained to search and read articles on Gravimetry technique in

published journals and were then assigned to choose three articles on Gravimetric

determination and to elaborate their critique regarding those articles as CJR task. The

students were able to analyse the contents of the articles clearly and summarised them

on their own as CJR reports.

The score from submitted tasks is presented in Table 6. The score of CJR task in

experimental class (86.02±9.23) was also higher than that in control class (76.61±4.99). It

has been noted from IE report that students suggested a possible modification to be

made in Gravimetry analysis to make it suited to modern techniques. Students’ score for

IE task in experimental class (79.07±6.82) was also higher than that in control class

(71.50±11.14).

The students’ IE reports in relevance with Gravimetry method were mostly realistic to be

implemented in real life. Mini research was conducted as a laboratory work on

gravimetric analysis. The research was set to improve students’ skills on gravimetry

determination. Sets of gravimetry experiments have been offered in the developed

learning material that needed to be completed in two-to three-hour laboratory work.

The students were using gravimetry technique for determining the target analyses of

sulphur, chloride and nickel in a real sample. Students achievement for mini research in

experimental class (84.07±9.42) and control class (77.80±10.68) are summarized in Table

6. The ability of students to collect the data and to write standard research reports from

their investigation was clearly demonstrated.

Marking system for research task was based on the ability to write a report of an

experiment and how close their unknown sample recovery was to a given “target”

sample. The PBL was also applied for the students’ task, where the students were

assigned to complete the project on the application of Gravimetry analysis. The

description of the project to be done as well as the hyperlink to another project were

available in the learning package.

The students were free to choose the project and required to submit the report a week

after completing the project (Siew, Chin, & Sombuling, 2017). Students’ achievements

reflected through the submitted project are presented in Table 6, where the students’

average score for experimental class (84.88±8.94) was found higher than that obtained

in control class (73.97±10.86).

It was found that the students were very interested to do the project for it was designed

differently from the existing laboratory work. The excitement was displayed when they

were successful to determine the target analyses. The PBL was able to equip the student

with adequate knowledge of gravimetry technique.

The PBL was believed to be able to give deep understanding on Gravimetric analysis.

Students’ Competence and Academic Attitudes on Chemistry Students’ competence

reflected through the score accumulated from students’ achievements and students’

attitudes is presented in Table 7.

Students’ achievements are derived from the combination of students’ achievement in

post-test 1 and the performance obtained from guided tasks (65:35) (UNIMED, 2016).

Students’ achievement in experimental class (85.73±3.87) was higher than that in control

class (74.87±5.22). The results revealed that the improvement in the students’

competence was contributed by the use of innovative learning material as a learning

resource in experimental class.

Similarly, both systematic presentation of Gravimetric topics in developed learning

material and the availability of relevant illustrations integrated into a learning package

help the students to learn chemistry effectively. The relevant examples provided at the

end of every subject in the learning package make the chemistry topic easy to

understand.

Learning facilities – such as multimedia, hyperlink, illustrations and images – integrated

in the chemistry material were able to motivate the students to maximise their learning

potential through the active learning. The strategy provided in the developed learning

material improved the students’ curiosity to learn chemistry. The developed learning

material with guided tasks was also found to be able to shift students’ learning style

from lecturer-orientated to student-orientated learning.

The availability of the tasks in the learning package has eased the learner to



Education, Vol. 17, No. 4, 2018 ISSN 1648–3898 /Print/ ISSN 2538–7138 /Online/ search

for relevant materials related to the topic they learned.

Furthermore, students’ ability to write, organize and complete the assignment were also

improved. In addition to students’ competency, the attitudes of the students were also

judged subjectively by the assigned lecturers from cumulative activities during their

study time. Students’ attitudes in the class were observed, whereas some were judged

subjectively from their report performance (Alkan, 2013).

The academic attitudes were subject to subjective judgment from ten parameters during

the learning activities in the class, group discussion, self-study, tasks performance and

submitted assignments. The average results for students’ academic attitudes are

summarized in Table 7. The results showed that students’ academic attitudes in the

experimental (3.52±0.21) and control classes (3.46±0.19) were all categorized as very

good. Table 7.

Students’ competence in the Department of Chemistry, FMIPA, State University of

Medan at the academic year of 2016/2017. No Outcomes Score of students’

competence and academic attitudes (M±SD) Experimental Class Control Class A (n=30)

C (n=30) E (n=30) Average B (n=30) D (n=30) F (n=30) Average 1 Students

Achievement* 85.63±4.21 85.25±3.40 86.31±4.01 85.73±3.87 73.59±4.61 75.40±5.89

75.61±5.16 74.87±5.22 2 Academic At- titudes** 3.45±0.22 3.56±0.22 3.54±0.18

3.52±0.21 3.41±0.20 3.43±3.53 3.53±0.18 3.46±0.19 A = Chemistry Education students

in regular A class; B = Chemistry Education students in regular B class; and C =

Chemistry Education students in regular C class; D = Chemistry Education students in

non-regular class; E = Chemistry students in regular A class; and F = Chemistry students

in regular B class *Students’ achievement derived from the combination of evaluation

test score and the average score of guided tasks portfolio (65:35) **The academic

attitudes are lecturers’ subjective judgment from ten parameters within the criteria of:

(4) very good, (3) good, (2) satisfaction, and (1) very poor/bad.

Discussion The learning material developed in this study has been designed based on

KKNI curriculum (UNIMED, 2016). Innovation and guided tasks integrated into the

learning material have been arranged systematically suited to the need of university

students. The lecturers and senior students agreed to book parameters and gave a posi-

tive contribution to the developed chemistry learning material.

A package of learning material was categorised as very good and has met the standard

requirements given by BSNP. The development of an innovative learning material with

guided tasks has a positive impact on the teaching and learning process, specifically

on improving students’ achievement (Situmorang, et al., 2015).

Learning innovation conducted in this study has enriched the chemistry contents with

contextual examples and the task instructions have supported the learning activities in

chemistry (Onen & Ulusoy, 2014). Implementation of innovative learning material in the

teaching of Gravimetry topic has proven to be able to motivate the learners to maximise

their potential for studying chemistry.

The results were similar to other innovations, such as modification of laboratory

experiment, integration of learning media and multimedia (Noor & Ilias, 2013) and the

development of learning method (Yang & Sima, 2013). Innovation was able to make

learning activity efficient and effective to achieve professional skills (Maaß & Artigue,

2013; Trifilova, et al., 2016).

Students’ learning potential has been optimised by the aid of developed learning

package (Tomlinson, 2012). The developed chemistry learning material with guided task

has demonstrated to be a good strategy to improve students’ achievement on

chemistry. The task on critical book report has brought students’ compre - hension on

textbooks analysis.

The students were provided with the knowledge of detailed explanations from specific

book chapter. Students’ critical thinking was improved significantly due to the

developed learning material (Bailin, 2002; Hager, Sleet, Logan, & Hooper, 2003; Lee,

Green, Johnson, & Nyquist, 2010).

It has been evaluated from the submitted tasks which indicated that the students have

become familiar with searching and selecting various learning resources to complete

their routine tasks. Most of them only relied on the developed IMPLEMENTATION OF


STUDENTS’ COMPETENCE (P.


/Print/ ISSN 2538–7138 /Online/ learning packages. The availability of problem

examples presented in a learning package help the students to complete their routine

task. The drills provided at the end of sub-topic were also sufficient for the students to

self-master the calculation examples which cover the subject of calculation of the

composition of the product by using gravimetric analysis, the determination of sulphur,

chloride, nickel, carbon and hydrogen in mixture compounds, in solution stoichiometry.

Critical thinking is needed in the teaching of science and can be made through the

assessment of textbook (Zemple´n, 2007).

There are four electronic Analytical Chemistry textbooks used for CBR task in this study.

The chapter of Gravimetric Analysis has been distributed to students for them to analyse

the contents of the Gravi- metric topic and to give critical reports on the strength of

every book they read.

Many students prepared their review in short (3-4 pages) reports, while some of them

who had critical skills with evaluative writing made complete and long (6-10 pages)

reports. This strategy has familiarized the students to choose the right book to study

chemistry. Critical journal/research report was very important on the students’

preparation for engaging the primary literature such as current and new articles related

to Gravimetry analysis.

It has been reported that reading the primary literature enhances student learning in

writing, interpreting the figures and data, as well as their critical thinking skills from

evaluating the evidence and critiquing the arguments (Kovarik, 2016; Tu¨may, 2016). The

given tasks have changed students’ approach over the contents of the articles for future

application (Murray, 2014).

The students were able to share the scientific view and the contribution given by the

research report. The investigation presented in the article has been clearly described in

the report. However, some students were found having difficulties to express CJR report,

and they just rewrote the content from journal abstract and conclusions.

The students were able to express their vision of science through the IE report (Haglund

& Hultén, 2017). In this study, the students were given a freedom to express their future

expectation on the use of Gravim- etry in analysis through their idea engineering. The

students gave their view on special technique in Gravimetry and the application of

Gravimetry in real life.

A few number of students presented unexpected scientific view with high dimension on

Gravimetry topic. Many students expressed their raw idea in normal format and a few of

them gave sophisticated idea which was difficult to be implemented nowadays. The

strategy to introduce a research-oriented subject was successfully conducted by the

incorporation of research experience into the curriculum (Thurbide, 2016) for instance,

through guided tasks such as mini project and mini research.

The task gave practical exposure to work with the analytical instrument on Gravimetry

method, including overcoming troubleshooting problem existed in Gravimetry

applications. The students were very enthusiastic to do the project in the laboratory, so

at the end, it contributed positively to the students’ development of knowledge, skills

and improvement of learning output (Lakhvich, 2017; Robinson, 2013).

The chemistry which has been taught clearly like a language art makes the students be

motivated to learn (Laszlo, 2013). The contribution of developed learning material has

been helpful to guide the student to learn chemistry systematically. The availability of

innovation in the learning package motivated the students to become independent

learners.

However, it has been admitted that few students faced some difficulties in studying with

the new learning approach since they preferred their old learning style which was

lecturer-oriented learning. Another problem existed was that some students in a group

have submitted works similar from one to another. Conclusions An innovative, complete

and standard chemistry learning material with guided tasks for the Gravimetric topic has

been developed to suit the need of undergraduate students.

Set of learning package contains adequate chemistry topics accompanied with

multimedia and the hyperlinks for self-learning and is prepared as printed and electronic

format. Guided tasks instruction provided in the learning material is found to be able to

guide the students to complete the assignments given for relevant sub-topics. An

innovative learning package has been implemented as learning media to support

learning activities to study chemistry.

The developed learning package helps the students to learn chemistry systematically

and makes the study become more enjoyable, resulting in the improvement of students’

competence. Students’ skills in collecting data and writing reports are developed by

completing the guided tasks. It has been observed that the students tend to work

together in discussing the academic ideas and solving problems related to chemistry.

The results reveal that both students’ competence and academic attitudes in the

experimental class are higher than that in the control class. Learning facilities provided

in the developed learning package make the students become active learners.


TASKS TO IMPROVE STUDENTS’ COMPETENCE (P.


/Print/ ISSN 2538–7138 /Online/ Acknowledgment This research was supported by

Directorate Research and Community Service, Directorate General Research and

Development Reinforcement, Ministry of Research, Technology and Higher Education of

the Republic of Indonesia, Under Tim Pascasarjana, with contract

No.045A/UN33.8/LL/2017.

The author would like to express the gratefulness to Nora Susanti, Kawan Sihombing,

Anna Juniar, Lecturers in The Department of Chemistry, Faculty of Mathematics and

Natural Science (FMIPA), Universitas Negeri Medan who have helped during the

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/Print/ ISSN 2538–7138 /Online/ Zemple´n, G.A. (2007). Conflicting agendas: critical

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Received: March 20, 2018 Accepted: June 06, 2018 Manihar Situmorang Dr. Professor.

Department of Chemistry, Faculty of Mathematics and Natural Sciences (FMIPA), State

University of Medan, Medan, North Sumatera, Indonesia, 20221. Phone:

(062)-61-6613365, Faximile: (062)-61-6613319, E-mail: [email protected]

Marudut Sinaga Ph.D

Student, Department of Chemistry Education, Graduate Study Program (Program

Pascasarjana), State University of Medan, Medan, North Sumatera, 20221 Indonesia.

Jamalum Purba Ph.D Student, Department of Chemistry Education, Graduate Study

Program (Program Pascasarjana), State University of Medan, Medan, North Sumatera,

20221 Indonesia.

Sapnita Idamarna Daulay M.Sc Student, Department of Chemistry Education, Graduate

Study Program (Program Pascasarjana), State University of Medan, Medan, North

Sumatera, 20221 Indonesia. Murniaty Simorangkir Dr.

Senior Lecturer, Department of Chemistry Education, Graduate Study Program (Program

Pascasarjana), State University of Medan, Medan, North Sumatera, 20221 Indonesia.

Marham Sitorus Dr. Senior Lecturer, Department of Chemistry, Faculty of Mathematics

and Natural Sciences (FMIPA), State University of Medan, Medan, North Sumatera,

20221 Indonesia.

Ajat Sudrajat Dr. Senior Lecturer, Department of Chemistry, Faculty of Mathematics and

Natural Sciences (FMIPA State University of Medan, Medan, North Sumatera, 20221

Indonesia. IMPLEMENTATION OF INNOVATIVE CHEMISTRY LEARNING MATERIAL WITH

GUIDED TASKS TO IMPROVE STUDENTS’ COMPETENCE (P.

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